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All Journal PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education KEMBARA JURNAL PENGABDIAN KEPADA MASYARAKAT JURNAL IQRA´ AL ISHLAH Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching Empowerment : Jurnal Pengabdian Masyarakat Linguistic, English Education and Art (LEEA) Journal BASIS (BAHASA DAN SASTRA INGGRIS) Triadik Edu-Ling: Journal of English Education and Linguistics JMM (Jurnal Masyarakat Mandiri) Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing ABDIMAS SILIWANGI JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Proceedings of ISELT FBS Universitas Negeri Padang Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat JET (Journal of English Teaching) Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Pengabdian Masyarakat Bumi Raflesia Dharma Raflesia : Jurnal Ilmiah Pengembangan dan Penerapan IPTEKS Al-Lughah: Jurnal Bahasa ELTR Journal Pedagogy : Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Jurnal Pendidikan Guru (JPG) Language and Education Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jadila: Journal of Development and Innovation in Language and Literature Education Journal of Education Research Linguistic, English Education and Art (LEEA) Journal Cakrawala: Jurnal Pendidikan Indonesian Journal of Educational Development (IJED) EDULIA: English Education, Linguistic and Art Journal Jurnal Inovasi Pengabdian Masyarakat Pendidikan JASL - Journal of Applied Studies in Language JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education TELL - US JOURNAL International Journal of Innovation and Education Research Ta'dib Journal of English for Specific Purposes in Indonesia Metathesis: Journal of English Language, Literature, and Teaching EduInovasi: Journal of Basic Educational Studies Jurnal Bilingual ETERNAL: English Teaching Journal English Education: English Journal for Teaching and Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Wisma Yunita
English Education Study Program, University Of Bengkulu, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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The Need Analysis of Online Placement Test for Teaching Indonesian to Speakers of Other Languages (BIPA) Septyara Lingce; Syahrial Syahrial; Wisma Yunita
DISASTRA: PENDIDIKAN BAHASA DAN SASTRA INDONESIA Vol 4, No 1 (2022): JANUARI
Publisher : IAIN Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/disastra.v4i1.5505

Abstract

This research aimed to investigate the need for online placement tests for Teaching Indonesian to Speakers of Other Languages (BIPA) at Bengkulu University. This research used a descriptive qualitative approach and the method was a semi-structured interview. Three international students from Cambodia were interviewed in different Zoom video call sessions during this research. The data collected were then analyzed by using the content analysis technique. There are some findings in this research. First, there was no placement test for BIPA students at Bengkulu University. Second, according to the existing condition of the students, they had different reasons, exposures, experiences, and frequencies in learning or using Indonesian language. Third, the students could not do written tests or paper-based tests (PBT) that required them to come to the test venue in Bengkulu University during the pandemic situation, so an online placement test was used as an alternative. Moreover, the students had some topic preferences to be learned and discussed in Indonesian language. These findings revealed that an online placement test is needed to find out the students’ abilities and to place the students into appropriate levels before conducting BIPA course at Bengkulu University. In the end, the result of this research can later be used to compile placement test materials in accordance with the needs of BIPA students.
Out of Class Peer Group Discussion in Learning Basic English Grammar and Its Impact on the Students’ Grammatical Knowledge Wisma Yunita
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (107.495 KB)

Abstract

The broad scope of knowledge on English grammar while the number of course credits offered in the curriculum of an English study program at university is limited made the grammar teachers seek for ways to keep on transferring the knowledge to the students to their best. One of the ways to reach the aim is by using out of class peer group discussion in the teaching and learning of English grammar. This research is a descriptive research aiming at finding out the impact of using out of class peer discussion in learning Basic English grammar. The subject of the research was 38 freshmen students of the English Education study program of University of Bengkulu enrolled in 2013-2014 academic year who took a course named Structure I. The data was taken by using eight open questions given to the students and by using students’ individual and group study journal which was analyzed by using Gay and Airasian (2000). The research result shows that the students have better English grammar knowledge, become more confident in speaking English, become closer to their friends, feel happier and more comfortable to learn in group with their own classmates, can share ideas and knowledge with others and are more confident in using English language.  
BEST PRACTICE IN TEACHING ENGLISH GRAMMAR TO UNIVERSITY STUDENTS: DEDUCTIVE, INDUCTIVE, OR COMBINATION OF BOTH? Wisma Yunita
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.54 KB)

Abstract

Universities preparing future English teachers in Indonesia usually put English grammar courses in their curricula. The courses are usually given at the first to the fourth semester and with wide material coverage. Some made it discrete in a course. Some made it integrated with skills of English language. Grammar as a part of language knowledge should be mastered well by students at university especially the future English teachers. Future English teachers who have lack of English grammar knowledge will face difficulties in performing English in spoken and written. Therefore, they should be taught using an appropriate approach of English grammar teaching so that they will have a thorough mastery of the grammar. In contrary, the students should also give more effort in mastering the grammar by reading more materials related to grammar and practicing the rules in spoken and written. Currently, there are two major approaches widely used in teaching English grammar: deductive and inductive. The effectiveness of two approaches is still in debate until today. Some teachers prefer to use the deductive approach, while some others prefer the inductive one. Which approach works well to university students: deductive, inductive, or combination of both? In this article, the writer will discuss about the two approaches, the pros and cons, and the example of an approach which combines both deductive and inductive approaches. The approach named story-based approach which will be more beneficial for the university students in the process of learning English grammar. 
Appreciating Students’ Responses: Verbal and Non-Verbal Compliments Used by English Teachers in Classroom Dedi Jasrial; Wisma Yunita; Betaria Sukma; Aria Septi Anggaira
Jurnal Pedagogy Vol 9 No 2 (2021): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v9i2.3650

Abstract

Many scholars have investigated how teachers interact with students in the ELT classroom, such as teacher talks and teacher reinforcements. This study aims at investigating the verbal and non-verbal compliments used by the English teachers in the EFL classroom. This study deployed a case study method that involved two English teachers at a state junior high school in Seluma regency, Bengkulu Province, Indonesia. The instruments used in this study were an observation sheet, video recording, and unstructured interview. The observation was done for three meetings for each teacher. The data were analyzed using the interactive data analysis model. The results show that the English teachers used five types of verbal compliments (e.g., good, very good, well done, that’s right, and nice) and non-verbal compliments (e.g., hand movements, head movements, facial expression, touching the students, and standing near the students) to show their appreciation to the students’ responses. In conclusion, the English teachers have used some verbal and non-verbal compliments, but they should use more diverse types of verbal and non-verbal compliments to build students’ performances in the ELT classroom. This study gives new insights for English teachers about the types and importance of compliments to boost the students’ participation, motivation, and interaction in classroom activities.
Writing Research Article Abstracts by Using Genre-Based Mentoring Method: Viewed from Rhetorical Moves and Tenses Usage Dedi Jasrial; Safnil Arsyad; Arono Arono; Wisma Yunita
Ethical Lingua: Journal of Language Teaching and Literature Vol. 8 No. 2 (2021)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.304

Abstract

Studies on the rhetorical structure and linguistic features of research article published in reputable international journals, and a genre-based approach to teaching writing have received considerable attention from scholars in the last decade. However, little research has been conducted on writing RA abstracts based on the standard of international journals by combining the genre-based approach and mentoring process. Therefore, this study intends to address such a gap by applying the genre-based mentoring method to help improve the rhetorical moves and tenses usage of RA abstract drafts written by lecturers in social and humanities in Bengkulu. The participants of this study consisted of 20 lecturers. This study used the frameworks of Swales and Feak (2009) for move structures and Swales and Feak (2012) for tenses usage. These framework were used to evaluate the RA abstract drafts of the participants. The findings confirm that the quality of RA abstract drafts showed a better improvement viewed from the frequency of the rhetorical moves and the use of appropriate tense. It indicates that the RA abstract drafts of the participant have complied with the structure of international journals in terms of rhetorical moves and the use of appropriate tenses. Moreover, genre-based mentoring is effectively used in teaching academic
Kemampuan Mengajar Pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dalam Pelatihan Tingkat Dasar se-Kota Bengkulu melalui Model Induktif Partisipatif Arono Arono; Wisma Yunita; Ildi Kurniawan
Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Vol 4 No 1 (2021): Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/silamparibisa.v4i1.1248

Abstract

Every teacher who is trained in teaching is influenced by the experience and intensity of practicing in teaching. However, in reality there are still teachers who sometimes have been teaching for a long time, but are still poorly trained in carrying out professional teaching practices, especially in teaching BIPA. This study aims to describe the teaching ability of BIPA teachers at the basic level with a participatory inductive model. This research method uses a qualitative descriptive method. Descriptively describes the mastery and teaching abilities of BIPA teachers at the basic level, while qualitatively it describes the processes and activities of the trainees through a participatory inductive model. The results of this study, namely the mastery of understanding BIPA material by training participants before training (average 65.12) and after training (85.68) increased by 21%. Aspects that become indicators of participants' mastery in mastering BIPA material, namely methodology, teaching materials, media, lesson plans, and evaluation. The teaching ability of participants in teaching BIPA at the basic level is good (4.09). However, there are several aspects that need to be observed in the ability to teach BIPA even though it is good, such as aspects of the assessment process (3.91) and reflection and summary (3.79). This success was carried out with a participatory inductive training model by following six stages, namely fostering intimacy, identification, formulation of goals and group discussions, program preparation, training process, and assessment of the training process. The participatory inductive model that is applied will produce better teaching skills if it is presented systematically or gradually or adapted to the training material.
An Analysis of Supplementary Reading Material Based on Students’ Preference Vavia Darmayanti; Syahrial Syahrial; Wisma Yunita
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i3.50

Abstract

The aims of this study were to find out the types of text of supplementary reading material chosen by students based on their preference and to investigate the students’ reasons in choosing the types of text of supplementary reading material at grade VIII of SMPN 1 Kepahiang. This research was categorized as descriptive quantitative and qualitative research. The subjects were the students of grade VIII who are chosen by using semi random sampling. The data was collected by using text types list and open ended questions. The researcher asked the students to choose types of text which were prefered by them, from total 50 texts the students must choose twenty texts. Then, to know the reason why they chose those texts, the researcher did an open ended questions to 20 students randomly. There were two findings of this research; (1) the type of text for supplementary reading material chosen by mostly students based on their preference at grade VIII of SMPN 1 Kepahiang was narrative text; (2) there were three students’ reasons in choosing the types of text for supplementary reading material at grade VIII of SMPN 1 Kepahiang, they were; the narrative text contains some stories which can entertain them, the narrative text is interesting to read, and the narrative text is easy to understand. Due to the limited sample taken in this research and the situation on Covid-19, it was suggested for further researcher to conduct similar research in more numbers of sample by conducting research in the classroom directly.
Students’ Problems in Answering Reading Comprehension Question of Descriptive Text in The “Mandiri” Textbook Published by Erlangga at SMPN 1 Kepahiang Meri Diana; Syahrial Syahrial; Wisma Yunita
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 2 (2020): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i2.51

Abstract

This research aimed to find out the students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published and the causes of students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang. The design of this research was a descriptive quantitative research. This research was designed based on the problems identified and arranged to adjust the main purpose of the research, so that the researcher employed descriptive method. The researcher took 50 students as the sample of this research. The instruments of this study were reading test and interview guideline. The researcher used a reading test in multiple choice forms consisted of fourty numbers of questions included in Mandiri textbook published by Erlangga. Another instrument was an interview guideline. The interview guideline was arranged based on the result of the reading test to reconfirm the result of the reading test and to get an indepth data on the causes of students’ difficulties in reading comprehension. The findings of this research were; (1) the students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang were finding main idea, identifying specific information, inference, and vocabulary; (2) there were four causes of students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang; (a) finding main idea is rather complicated, the students need to read the text repeatly to find the main idea; (b) the students need to read from the beginning to finish this description so that they can get the information and answer the questions given; (c) to find inferences they must know the text well and clearly; (d) There are some words that they find difficult to understand and they have never met. They answered that there are some words which are not familiar to them.
A Content Analysis of Character Education Values in the English Students’ Textbooks for Senior High School in Indonesia Rutela Renette; Safnil Safnil; Wisma Yunita
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i3.53

Abstract

The aim of this research is to find out a content analysis of character values in the English students’ textbooks for senior high school 10th grade, 11th grade and 12th grade and the dominant differences of character from all the books. This research employed qualitative method by using content analysis. For this research mainly character values in the textbooks was carried out. The data in this research were all passages that taken from the three English sudents’ textbooks for senior high school. This research used observation check list as the instruments to evaluate coursebooks in an effective and practical way. The researcher has analyzed the data based character values found on the three books. And all of the dominants character values that the researcher were found.
INCORPORATING PROJECT-BASED LEARNING (PBL) INTO A UNIVERSITY SPEAKING CLASSROOM: WHY AND HOW? Wisma Yunita
BASIS (Bahasa dan Sastra Inggris) Vol 2 No 1 (2015): JURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning a language means learning thelanguage knowledge (vocabulary and grammar) and the language skills (reading, listening, speaking and writing). Of all the four skills, speaking skill is considered to be the most favourite and challenging one.It contains a complex process of constructing meaning and requires the language learners to produce linguistically and pragmatically correct utterances. To achieve such goals, a teacher who teaches speaking skills especially at a university level classroom should use a meaningful, appropriate and a challenging teaching method or technique. One of the methods that attract many language teachers’ interests currently is project-based learning. Project-based learning is a teaching method in which the students gains knowledge and skills byworking for an extended period of time to investigate and respond to a complex question, problem, or challenge. It empowers learners to pursue content knowledge on their own and demonstrate their new understandings through a variety of presentation modes. In this paper, the writer will discuss about speaking skill, teaching speaking skill, project-based learning definitions, characteristics and its steps, the reasons why English teachers especially at universities should incorporate project-based learning into a speaking classroom and an example on how to incorporate the project-based learning into a university speaking classroom.
Co-Authors Ade Sissca Villia Afifah Izwandi, Alya Alamsyah Harahap Alamsyah Harahap Alamsyah Harahap, Alamsyah Andi Sukmawijaya Andriadi Andriadi Anggun Citra Sari Dewi Ani Purnama Sari Annur, Yusri Fajri Aria Septi Anggaira Arisman Arisman Arisman Arisman Arono Arono Arono Arono Arono Arono Arono arsyad, safnil Audi Yundayani Aulia, Ruri Azwandi . Azwandi Azwandi Azwar, Taufik Akbar Baker, John R. Bertha Pasaribu Betaria Sukma Cindi Fitri Dahlia Dedi Jasrial Dedi Jasrial Dedi Jasrial Dedi Sofyan Dedi Sofyan Desi Suryani Dian Eka Chandra Wardhana, Dian Eka Chandra Diani, Irma Elvina Gusman Emzir Emzir, Emzir Erna Iftanti Evi Sastra Sibran Fajar Kristina Fajri Annur, Yusri Faradila, Nandatul Fenti Pratama Sari Fitri, Gesna Frimasary, Amelia Eka Gio Fresky Hawara Gita Mutiara Hati Gita Mutiara Hati Gita Mutiara Hati Gita Mutiara Hati, Gita Mutiara Guntur, Rahmat Gustiana, Putri Dwi Hamzah, Syukri Hanna Sundari HARAHAP, ALAMSY AH Hardiah, Mei Heny, Heny Friantary Iis Sujarwati Iis Sujarwati Ildi Kurniawan Ilza Mayuni Imelda Imelda Indah Damayanti Indah Damayanti, Indah Indah, Nopita Nurpa Ira Maisarah Irma Diani Irma Diani Irwan Irwan Jasrial, Dedi Juansyah, Mardi Juhana Juhana Junitri Dian Syahdanis Kasmaini Kasmaini Kristanti, Vanda Kristiana, Nelly Lidya Rona Mentari Lindawaty Bunga Djaya Kusuma Lingce, Septyara Liza Anggraini Mawarni Mawarni Mei Hardiah Mei Hardiah Mentari, Lidya Rona Meri Diana Miladesia, Aulia Arifani Nabilah Ningrum Nadrah, Nadrah Nelly Kristiana Nova Diana Nova Diana, Nova Nova Pandan Sari Nur Annisa, Meti Nur Ihram, Siraj Nurbaiti Nurbaiti Palentja Etta Tilana Permatasari, Chindy Yulia Pradana, Ami Putri , Anisa Hersa Resty Maya Sari Rezita Ayu Febriyani Roy Yan Kurniawan Rutela Renette Safnil Arsyad Safnil Safnil Santika, Pelsi Sari, Fenti Pratama Satinem Septi Marlini Septyara Lingce Serasi, Reko Sinaga, Irene Riskiana Vionauli Sinarman Jaya Sofyan, Dedi Sri Arfani, Sri Supriyadi, Rendi Syafryadin Syafryadin syahrial . SYAHRIAL SYAHRIAL Syahrial Syahrial Syahrial Syahrial Syahrial Syahrial Syahriman, Syahriman Syaprizal, Syaprizal Tiara Savitri Triyanna, Wahyuni Utami, Elva Vanda Kristanti Vavia Darmayanti Wulandari, Mega Fitri Yayan Yayan Yayan Yayan Yenny Asmarni Zahrida Zaim, M Zasrianita, Fera